scholarly journals The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

2013 ◽  
Author(s):  
Cynthia Driggs
Keyword(s):  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Retell Fluency

Using a Repeated Reading Program to Improve Generalization of Oral Reading Fluency

2011 ◽  
Vol 34 (1) ◽  
pp. 115-140 ◽  
Author(s):  
Ya-yu Lo ◽  
Nancy L. Cooke ◽  
A. Leyf Peirce Starling
Keyword(s):  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Reading Program

Enhancing Oral Reading Fluency (ORF) Through Computer Assisted Repeated Reading (CARR)

2021 ◽  
Vol 17 (1) ◽  
pp. 207
Author(s):  
Hasimah Ja’afar ◽  
Wan Mazlini Othman ◽  
Hema Vanita Kesevan ◽  
Budi M.S
Keyword(s):  
Struggling Readers ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Rural Students ◽  
Computer Assisted ◽  
Single Subject ◽  
Word Decoding ◽  
Reading Accuracy

This study was carried out to investigate the effectiveness of using the Computer Assisted Repeated Reading (CARR) technique to enhance Form One rural students’ oral reading fluency (ORF). The single subject experimental design (SSED) which emphasised on the individual participant was used to collect data. Five students participated in this 12 week study in which the CARR intervention was carried out two times a week. CARR, the adaptation of the CBM/ORF procedure was used to improve the participants’ accuracy and automaticity in word decoding. Each participant’s accuracy and automaticity in word decoding before and after intervention were charted on line graphs. Accuracy was determined by the percentage of words read correctly. The participant’s initial reading accuracy which stood at   96.7%, 94.2%, 96.6%, 97.3% and 97.1% showed that they could only read at instructional level. After the CARR intervention their reading accuracy improved and stood at 98.8%, 99.2%,97.2%,98.8% and 98.0%.This showed that they can  now read the assessment texts or other texts of comparable difficulty independently. Automaticity was determined by the reading rate or words read correctly per minute (WCPM). The participant’s initial WCPM was between 104 to 143 WCPM, 85 WCPM to 127 WCPM, 99 to 128, 57 to 209 WCPM and 103 and 163 WCPM. After the CARR intervention their reading automaticity improved between 108 to 158 WCPM, 99 to 146 WCPM, 99 to 135, 52 to 120 WCPM and 114 and 167 WCPM. Based on the participants’ individual results, it can be concluded that the CARR technique was effective in improving struggling readers’ reading fluency.  The results further implied that the CARR technique will ease burnt out English teachers’ workloads. CARR is user friendly and it can help teachers to help their students become better readers while helping struggling readers to become fluent.   Keywords: Reading fluency, Accuracy, Automaticity, Repeated reading, Computer Assisted Repeated Reading (CARR)

Comparison of a Reading Fluency Intervention With and Without Passage Repetition on Reading Achievement

2011 ◽  
Vol 33 (5) ◽  
pp. 309-319 ◽  
Author(s):  
William J. Therrien ◽  
James F. Kirk ◽  
Suzanne Woods-Groves
Keyword(s):  
Special Education ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Repeated Reading ◽  
Special Education Students ◽  
Education Students ◽  
Question Generation ◽  
Fluency Intervention ◽  
Reading Condition

The purpose of this study was to compare the effect of a repeated reading and question generation intervention entitled Re-read-Adapt and Answer-Comprehend (RAAC) with a modified RAAC intervention without the repeated reading component. The sample included 30 students in Grades 3 through 5. The students received services in reading within a three-tiered response to intervention framework or in special education. Students were randomly assigned to the nonrepetitive condition or the control repeated reading condition and participated in 50 intervention sessions over a 4-month period. Regardless of condition, all students made gains in oral reading fluency on independent passages. The modified RAAC program without passage repetition appeared to be as effective if not more so at increasing reading fluency when compared to the RAAC program with passage repetition.

Exploring the Nature of Compensation Strategies in Individuals With Dyslexia

2016 ◽  
Vol 33 (2) ◽  
pp. 110-124 ◽  
Author(s):  
Nicholas W. Gelbar ◽  
Melissa Bray ◽  
Thomas J. Kehle ◽  
Joseph W. Madaus ◽  
Cheryl Makel
Keyword(s):  
Reading Comprehension ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Study Strategies ◽  
Comprehension Skills ◽  
Age Appropriate ◽  
Reading Comprehension Skills

Some individuals with developmental dyslexia are able to acquire age-appropriate reading comprehension abilities by the time they reach postsecondary education. This study explored the role that study strategies have with secondary students with dyslexia in achieving age-appropriate reading comprehension skills. The findings of this study indicated that study strategies were not significant predictors of reading comprehension abilities, though cognitive ability was a robust predictor. Furthermore, oral reading fluency was not a significant predictor. These findings further support that as words become more complex, oral reading fluency may not be related to reading comprehension. Practical implications and suggestions for future directions in this area are discussed.

scholarly journals Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

2020 ◽  
Vol 10 (3) ◽  
pp. 52
Author(s):  
Alida Hudson ◽  
Poh Wee Koh ◽  
Karol A. Moore ◽  
Emily Binks-Cantrell
Keyword(s):  
Reading Comprehension ◽  
Elementary Students ◽  
Reading Fluency ◽  
Oral Reading ◽  
Oral Reading Fluency ◽  
Word Reading ◽  
Repeated Reading ◽  
Reading Difficulties ◽  
Effect Sizes ◽  
The Impact

Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

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